1. Kentucky Teacher Internship Program: Teacher Performance Assessment (TPA) Career and Technical Education Session November 18, 2008 1:00 – 6:00 pm

2. TPA Overview TPA Overview Welcome and Introductions Welcome and Introductions Expectations Expectations –Attendees need an understanding of the TPA process –Attendees will not be completing the face-to- face training during this session –Attendees need assistance in aligning the Tasks of the TPA to CTE in-service intern –Attendees will be active participants in the process –Attendees understand the rule of two feet

3. What is done, when? See page 9- 12 of TPA Cycle 1: Tasks A – FCycle 1: Tasks A – F – 1-60 instructional days following orientation Cycle 2: Tasks A – FCycle 2: Tasks A – F –61-110 instructional days following orientation –Cycles 1 and 2 are formative evaluations. Cycle 3: Tasks A – J2 Cycle 3: Tasks A – J2 –111-140 instructional days following orientation –Cycle 3 is the summative evaluation.

4. How the TPA is organized? P 8 Materials needed: see page 8 Materials needed: see page 8 Directions: see page 8 Directions: see page 8 (Organize by Cycles and Tasks, not standards). (Organize by Cycles and Tasks, not standards).

5. Task E: Self-Assessment See pages 22 – 25 in TPA: See pages 22 – 25 in TPA: Complete prior to Orientation Meeting Complete prior to Orientation Meeting

6. Activity One Task A-1 Shoulder Partner Shoulder Partner Pair Share Pair Share 8 minutes 8 minutes

7. Task A: Two components: A1 and A2 Use pages 9, 10, 14, 15 of the TPA Task A: Using a shoulder partner describe the work completed for Task A in each Cycle using page 9 - 10 (yellow) as your guide. Task A: Using a shoulder partner describe the work completed for Task A in each Cycle using page 9 - 10 (yellow) as your guide. Orientation: Orientation: Cycle 1: Cycle 1: Cycle 2: Cycle 2: Cycle 3: Cycle 3: When does the committee discuss video-taping? When does the committee discuss video-taping?

8. Discoveries for Task A When does the intern complete A-1?When does the intern complete A-1? –Complete for each class for which the intern is being observed. When does the intern complete A-2?When does the intern complete A-2? –For each lesson being observed. In Task I, for each lesson being observed in the instructional unit, or one if the lesson of the instructional unit is video recorded.

9. Activity Two Task A-2 Shoulder partner Shoulder partner 15 minutes 15 minutes Create Task A-2 based upon a project or program in the CTE classroom. (blue template) Create Task A-2 based upon a project or program in the CTE classroom. (blue template)

10. Task Three A-2 IPR Using IPR Standard 2: Document evidence of completion for another pair of principals by exchanging A-2 tasks. Using IPR Standard 2: Document evidence of completion for another pair of principals by exchanging A-2 tasks.

11. Questions for Task A? Questions for Task A?

12. Task B: What is it? p.16 of the TPA Observation of the intern in the classroom Observation of the intern in the classroom Standards used: 1, 3, 4, 5, 6 on the IPR (use cheat sheet) Standards used: 1, 3, 4, 5, 6 on the IPR (use cheat sheet)

13. Task C: Reflection p.16-17 of the TPA Use IPR Standards: 5, 7 Use IPR Standards: 5, 7

14. Activity Four Task D Two Parts:Two Parts: –Understanding the Process –Completing a Collaboration Task Template 20 minutes20 minutes

15. Task D: Collaboration Project p. 18 – 19 in TPA Task D: Using a shoulder or face partner describe the work completed for Task D in each Cycle using page 9 - 10 as your guide. Task D: Using a shoulder or face partner describe the work completed for Task D in each Cycle using page 9 - 10 as your guide. Orientation: Orientation: Cycle 1: Cycle 1: Cycle 2: Cycle 2: Cycle 3: Cycle 3:

16. Task D Activity With your shoulder partner create a Collaboration Project for Task D. (lavender) With your shoulder partner create a Collaboration Project for Task D. (lavender)

17. Task D: IPR Standard 8 Cycles 1, 2, and 3 Cycles 1, 2, and 3 Standard 8: Collaborates with Colleagues/Parents/Others Standard 8: Collaborates with Colleagues/Parents/Others Question: For how many students does the intern need to complete the collaboration project? Question: For how many students does the intern need to complete the collaboration project? Answer: Answer: One (1) One (1)

18. Questions for Task D? Questions for Task D?

19. Task E: p 9 – 10, 20 - 27 What happens prior to the Orientation?What happens prior to the Orientation? –Completion of Self-Assessment (green) on page 22 of the TPA –Work with resource teacher to identify strengths and areas of professional growth What happens during the Orientation Meeting? What happens during the Orientation Meeting? – Discuss your completion of the self-assessment What happens prior to the Cycle 1 committee meeting? What happens prior to the Cycle 1 committee meeting? –Work with the resource teacher on strengths and growth areas and develop possible professional development plans to reach goals identified in the PGP.

20. Task E: What occurs during the Cycle 1 committee meeting? What occurs during the Cycle 1 committee meeting? –Reconcile the strengths and priority areas for growth identified by the committee –To agree upon the professional growth activities for Cycle 2 and the assistance and documentation needed for these activities –Clarify the expectations

21. Task E: What occurs prior to the Cycle 2 committee meeting? What occurs prior to the Cycle 2 committee meeting? –Continue the implementation of the work plans –Electronically submit the Cycle 2 progress reports to your committee 2 – 3 days prior

22. Task E: What happens during the Cycle 2 committee meeting? What happens during the Cycle 2 committee meeting? –Discuss the progress made in implementing the approved Task E work plans What occurs prior to the Cycle 3 committee meeting? What occurs prior to the Cycle 3 committee meeting? –Complete the work plans for your Task E –Electronically submit the completed task

23. Task E What happens during the Cycle 3 committee meeting? What happens during the Cycle 3 committee meeting? –Discuss the completed professional responsibilities task

24. Task E Document evidence on IPR Standard 9: Evaluates Teaching and Implements Professional Development Document evidence on IPR Standard 9: Evaluates Teaching and Implements Professional Development

25. Activity Five Task E Role Modeling Role Modeling In your group of 4 select someone to serve as the intern. In your group of 4 select someone to serve as the intern. The other three are the committee members. The other three are the committee members. Working with the intern, complete Task E pages 26 – 27. Working with the intern, complete Task E pages 26 – 27.

26. Task E: p 20-27 of the TPA Questions? Questions?

27. Task F: Leadership p 28 - 29 of the TPA Read directions for Task F on page 28 of the TPA Read directions for Task F on page 28 of the TPA With your table, discuss some possible projects that are currently being completed by your teachers to use as the leadership project. With your table, discuss some possible projects that are currently being completed by your teachers to use as the leadership project.

28. Activity Six Task F: Leadership With a group of 4, use page 28 (pink) of the TPA to create a Leadership Project you have discussed. With a group of 4, use page 28 (pink) of the TPA to create a Leadership Project you have discussed. 15 minutes 15 minutes Be ready to briefly describe your Leadership Plan to another group Be ready to briefly describe your Leadership Plan to another group

29. Share Leadership Ideas Share Leadership Ideas 3 minutes each group 3 minutes each group

30. Task F: Leadership pages 9 – 10 of the TPA What happens prior to the Orientation?What happens prior to the Orientation? –Identify possible leadership projects. What happens during the Orientation? What happens during the Orientation? –Discuss possible leadership projects and agree upon the project you will plan and implement. What happens prior to the Cycle 1 committee meeting? What happens prior to the Cycle 1 committee meeting? –Based upon the task completion time line set at the Orientation meeting work on your leadership work plans. –Electronically submit the work plan 2 – 3 days prior to the Cycle 1 committee meeting.

31. Task F: What occurs during the Cycle 1 committee meeting? What occurs during the Cycle 1 committee meeting? –Discuss the progress on the project –Clarify the expectations for completion by Cycle 2 What occurs prior to the Cycle 2 committee meeting? What occurs prior to the Cycle 2 committee meeting? –Continue to implement the work plan –Electronically submit to the committee 2 – 3 days prior to the Cycle 2

32. Task F: Leadership What happens during the Cycle 2 committee meeting?What happens during the Cycle 2 committee meeting? –Discuss the progress made in implementing the approved Task F work plans * Progress of implementation may be completion of Leadership Plan during Cycle 2 What occurs prior to the Cycle 3 committee meeting?What occurs prior to the Cycle 3 committee meeting? –Complete the work plans for your Task F –Electronically submit the completed task

33. Task F: Leadership What happens during the Cycle 3 committee meeting? What happens during the Cycle 3 committee meeting? –Discuss the completed professional responsibilities task

34. Task F: Leadership Document evidence on IPR Standard 10: Provides Leadership Within School/Community/Profession Document evidence on IPR Standard 10: Provides Leadership Within School/Community/Profession

35. Tasks G-J: The Instructional Unit page 30 of the TPA Task G: Designing the Instructional Unit Task G: Designing the Instructional Unit Task H: The Assessment Plan Task H: The Assessment Plan Task I: Designing Instructional Task I: Designing Instructional Strategies and Activities Strategies and Activities Task J-1: Organizing and Analyzing the Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact of Results/Reflecting on the Impact of Instruction Instruction Task J-2: Communication and Follow-Up Task J-2: Communication and Follow-Up

36. Tasks G-J IPR Standards Standard 1: Demonstrates Applied Content Standard 1: Demonstrates Applied Content Knowledge Knowledge Standard 2: Designs and Plans Instruction Standard 2: Designs and Plans Instruction Standard 5: Assesses and Communicates Standard 5: Assesses and Communicates Learning Results Learning Results Standard 6: Demonstrates Implementation of Standard 6: Demonstrates Implementation of Technology Technology Standard 7: Reflects on and Evaluates Standard 7: Reflects on and Evaluates Teaching and Learning Teaching and Learning

37. Activity Seven Task G: page 31-32 With a group of 4, design an Instructional Unit for your students. With a group of 4, design an Instructional Unit for your students. Use directions on page 31. Use directions on page 31. Use the beige template or additional sheets. Use the beige template or additional sheets. Use a current unit, a dream unit, etc. Use a current unit, a dream unit, etc. 15 minutes 15 minutes

38. Task H: The Assessment Plan Assessment Plan Purpose: Explain how you will determine student knowledge and skills pertinent to this instructional unit prior to instruction. Assessment Plan Purpose: Explain how you will determine student knowledge and skills pertinent to this instructional unit prior to instruction. Question: Why would an intern need to develop the assessment plan prior to instruction rather than after? Question: Why would an intern need to develop the assessment plan prior to instruction rather than after?

39. Activity Eight: Task H: The Assessment Plan page 35 of the TPA Same group of 4: Create the Assessment Plan Same group of 4: Create the Assessment Plan Use white page template Use white page template 10 minutes 10 minutes

40. Activity Nine Task I: Designing Instructional Strategies and Activities page 36 of the TPA Question: When does the intern begin this task? (refer to page 30) Question: When does the intern begin this task? (refer to page 30) Use template on goldenrod color paper. Use template on goldenrod color paper. Each person in your group completes one lesson for Task I Each person in your group completes one lesson for Task I Share lesson with group members Share lesson with group members 10 minutes 10 minutes

41. Task J-1: Organizing and Analyzing the Results/Reflecting on the Impact of Instruction Use the example on cream color paper for discussion of J-1. Use the example on cream color paper for discussion of J-1. Discussion on page 39: Reflecting on the Impact of Instruction. Discussion on page 39: Reflecting on the Impact of Instruction. See training sample at http://www.kyepsb.net/documents/Intern/08%2 0Training%20Sample.doc0 See training sample at http://www.kyepsb.net/documents/Intern/08%2 0Training%20Sample.doc0 http://www.kyepsb.net/documents/Intern/08%2 0Training%20Sample.doc http://www.kyepsb.net/documents/Intern/08%2 0Training%20Sample.doc

42. J-2: Communication and Follow Up Use page 40 of TPA Use page 40 of TPA See training sample at See training sample at http://www.kyepsb.net/documents/Intern/ 08%20Training%20Sample.doc http://www.kyepsb.net/documents/Intern/ 08%20Training%20Sample.doc http://www.kyepsb.net/documents/Intern/ 08%20Training%20Sample.doc http://www.kyepsb.net/documents/Intern/ 08%20Training%20Sample.doc

43. Activity Ten Quiz Quiz Trade Each person will have one card with a question. Each person will have one card with a question. Stand up and hold your card up high. Stand up and hold your card up high. Find another person with their card held up. Find another person with their card held up. Pair up. Person 1 reads question. Pair up. Person 1 reads question. Person 2 responds. If correct give card. Person 2 responds. If correct give card. Person 2 reads a question. Person 1 responds. Trade card. Person 2 reads a question. Person 1 responds. Trade card. If person misses, coach to correct answer then switch cards. If person misses, coach to correct answer then switch cards. Continue around the room until time is called. Continue around the room until time is called. 10 - 15 minutes 10 - 15 minutes

44. Questions and Answers

45. Contacts Teresa Moore, teresam.moore@ky.gov Teresa Moore, teresam.moore@ky.govteresam.moore@ky.gov Sherri Henley, sherri.henley@ky.gov Sherri Henley, sherri.henley@ky.govsherri.henley@ky.gov Sharon Salsman, sharon.salsman@ky.gov Sharon Salsman, sharon.salsman@ky.govsharon.salsman@ky.gov Jaime Rice, jaime.rice@ky.gov Jaime Rice, jaime.rice@ky.govjaime.rice@ky.gov